Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Institution: City & Guilds Course: 6302 Preparing to Teach in the Lifelong Learning Sector PTLLS Unit: 1 Task: Theory 1 Words: 1231 Title: Describe what your role‚ responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. As a teacher in Beauty Therapy I would have many roles and responsibilities some of which can be lesson planning‚ identifying a students
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Jennifer Ford PTLLS Chapter 1 Professional Standards for Teaching There are six domains that make up the professional standard for teaching in the lifelong learning sector: • • • • • • Domain A: Values and Practice Domain B: Learning and Teaching Domain C: Specialist Learning and Teaching Domain D: Planning for Learning Domain E: Assessment for Learning Domain F: Access and Progress Each are divided into three sections: • • • Scope Knowledge and Understanding Practice Scope outlines
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Preparing to Teach in the Lifelong Learning Sector (PTLLS) The role and responsibilities for Tutors in further education and skills sector to maintain currency in their own subject through knowledge and understanding from research and sharing information is extremely important. Tutors who have the relevant underpinning knowledge when teaching a specialist subject will allow the learner to gain the required results with regards to any aims and objectives and manage Health and Safety issues to create
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weeks‚ spanning two academic years. There are six weekly guided learning hours‚ additional mentoring hours and teaching observations. What do I need to get on this course? Before starting this course you will need to have either a specialist PTLLS ESOL qualification‚ or have passed a CELTA course. You will need to log a minimum of 150 teaching hours over the duration of the course. You will also need to possess adequate ICT skills to enable you to utilise programmes such as Word‚ PowerPoint
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Bibliography: City and Guilds (n.d) PTLLS-Theory assignment 1‚ [Online] Available at: http://www.anqdevelopment1-linux.co.uk/04-TheoryTasks/Theory1.htm [Accessed: 03/07/2014]. Holmes‚ (2010) Teaching uncovered‚ Surrey: Trotman Publishing Liebling and Prior‚ (2005) The A-Z of learning: Tips
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Bibliography: .Wilson L (2008) Practical Teaching‚ A Guide to Teaching PTLLS & CTLLS Learner Voice Section 3 of the Equality Act 2006 portsmounth.gov.uk (http://www.portsmouth.gov.uk/equality/10289.html) Equality and Diversity – What’s that then? June 2008 (http://readingroom.lsc.gov.uk/lsc/NorthWest/LSC_Equality_and_Diversity_Brochure
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Julie Cook Theory task 1- part 1 Ground rules are used to lay down order‚ responsibility and accepted behaviours amongst learners. Ground rules are used because ‘all students require boundaries and rules within which to work’ cites Gravells (2010a:7) with which I agree as we all need rules to work within yet they are used for other reasons such as to reduce anxiety. We set ground rules like ‘all to participate’ and ‘constructive criticism only’ to include all students and to avoid unconstructive
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laws‚ S. and Renwick‚ M.(2007) Teaching and Training in Post Compulsory Education (2nd edition). Buckingham: Open University Press. Data Protection Act (1998) London HMSO Equality Act (2006) London HMSO Francis‚ M. and Gould‚ J. (2009) Achieving your PTLLS Award. London: Sage Publications Ltd. Gravells‚ A. (2012) Preparing to Teach in the Lifelong Learning Sector :( fifth edition) The New Award. Exeter: Learning Matters Ltd. Harden‚ R and Crosby‚ J (2000) (online) The good teacher is more than a lecturer:
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important to work through the stages of preparing and planning‚ delivering and evaluating in order to develop own professional practice. 1 Preparing and planning the 15 minute micro-teach session Use evidence gathered beforehand‚ informed by all PTLLS units‚ to identify your specific subject content and learners’ needs for your micro-teaching session. You MUST base your planning on appropriate time management within the time allowed so you do not try to do too much in the limited time. • Setting
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Theory Question 2: Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and type of organisation within which you work. In future‚ I would like to teach a group of children in a primary or a secondary school. So‚ the current legislative requirements and codes of practice relevant to my subject area are as follows: The Children Act 2004 (also known as ‘Every Child Matters’) is specifically aimed at children‚ young people and vulnerable
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